The Impact on Curriculum Development
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Innovating for Social and Emotional Learning: The Impact on Curriculum Development
Social and emotional learning (SEL) is an important component of education that focuses on helping students develop the skills and competencies needed to manage their emotions, build positive relationships, and make responsible decisions. In recent years, there has been a growing recognition of the importance of SEL in schools, and as a result, many educators and curriculum developers are innovating to integrate SEL into their programs.
One of the key ways that SEL is impacting curriculum development is by encouraging a shift away from a purely academic focus to a more holistic approach that takes into account the emotional and social needs of students. Curriculum developers are recognizing that students who are struggling with emotional or social issues are less likely to be able to fully engage with academic material, and as a result, they are designing programs that prioritize the development of social and emotional skills alongside academic skills.
Another way that SEL is impacting curriculum development is by fostering a more collaborative and cooperative approach to learning. Educators are recognizing that students who are able to work effectively with others are more likely to succeed in school and in life, and as a result, they are designing programs that encourage teamwork and group problem-solving. This not only helps students develop important social and emotional skills but also prepares them for success in the workforce, where collaboration and teamwork are highly valued.
A third way that SEL is impacting curriculum development is by promoting a more personalized approach to learning. Educators are recognizing that students have different learning styles, interests, and strengths, and as a result, they are designing programs that allow for more individualized instruction and assessment. This can help students develop a stronger sense of self-awareness and self-efficacy, which are important components of social and emotional learning.
Another way that SEL is impacting curriculum development is by encouraging the use of technology to enhance learning. Many educators are using digital tools and resources to create interactive and engaging learning experiences that promote social and emotional skills. For example, some programs use virtual reality to help students practice social interactions in a safe and controlled environment, while others use gamification to make learning more fun and engaging.
Finally, SEL is impacting curriculum development by promoting the integration of SEL into all aspects of school culture. Educators are recognizing that social and emotional learning is not something that can be taught in isolation but rather something that needs to be woven into the fabric of the entire school environment. As a result, many schools are implementing strategies such as restorative justice, positive behavioral interventions and supports (PBIS), and mindfulness practices to promote SEL in all areas of the school.
In conclusion, social and emotional learning is having a significant impact on curriculum development in schools. It is encouraging a more holistic approach to education that takes into account the emotional and social needs of students, promoting collaboration and teamwork, fostering a more personalized approach to learning, encouraging the use of technology, and promoting the integration of SEL into all aspects of school culture. As schools continue to innovate in these areas, they will be better equipped to prepare students for success in school and in life.
The Impact on Curriculum Development
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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